Effortful Thinking:Activating Prior Knowledge

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Effortful Thinking: Activating Prior Knowledge | Postwork – Early Childhood

This postwork will utilize the same lesson as your Lesson Internalization postwork from previous sessions.

Directions: Complete this postwork document, including:

● Analyze HQIM to Determine Relevant Prior Knowledge & Prerequisite Skills – Identity the to–be–remembered information for the lesson. Then, identify the prior knowledge and/or prerequisite students will need to access in their schema in order to make connections and demonstrate proficiency during the lesson.

● Designing Retrieval Practice to Activate Relevant Prior Knowledge – Design a Do Now that will activate your students’ relevant prior knowledge. Remember the Criteria for an Effective Do Now.

Criteria for an Effective Do Now

● Are 3–6 questions in length

● Designed to be completed and reviewed in 3–5 minutes

● Aligned to the to–be–remembered information of the lesson

● Activate relevant prior knowledge and/or prerequisite skills

When you are finished, download the document as a PDF and submit it in the Portal.

Lesson Context

Link to Lesson EngageNY – Kindergarten – Module 4 – Lesson 8

Objective or Learning Target Model decompositions of 7 using a story situation, sets, and number bonds. Students decompose the number seven in put-together situations of number pairs using story situations, objects, sets, arrays, and numerals.

Module Overview EngageNY – Kindergarten – Module 4 – Module Overview

Analyze HQIM to Determine Relevant Prior Knowledge & Prerequisite Skills

Lesson TBR Identify the to-be-remembered information

●

Effortful Thinking: Activating Prior Knowledge | Postwork – Early Childhood 1

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from the lesson.

Prior Knowledge & Prerequisite Skills Identify the prior knowledge and/or prerequisite skills students will need to access in order to be successful in the lesson.

●

Effortful Thinking: Activating Prior Knowledge | Postwork – Early Childhood 2

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Designing Retrieval Practice to Activate Relevant Prior Knowledge | Do Now

Task, Question, Problem, or Prompt Source Justification

Effortful Thinking: Activating Prior Knowledge | Postwork – Early Childhood 3

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Effortful Thinking: Activating Prior Knowledge | Postwork Rubric

Effortful Thinking: Activating Prior Knowledge | Design a Do Now (95%)

0 Points 0 Points 1 Point 2 Points 3 Points 4 Points

Analyze HQIM to Determine Relevant Prior Knowledge & Prerequisite Skills – Lesson TBR

Unusable Submission

No Attempt or Action

TBR is unclear or misaligned; does not

reflect critical content of the lesson.

TBR is present but lacks clarity or depth in

aligning with the lesson.

TBR is accurate and aligned to lesson

objectives; clearly stated.

TBR is specific, concise, and meaningfully aligned to lesson’s instructional

goals.

Analyze HQIM to Determine Relevant Prior Knowledge & Prerequisite Skills – Prior Knowledge & Prerequisite Skills

Unusable Submission

No Attempt or Action

Does not identify prior knowledge or lists

unrelated concepts/skills.

Identifies some prior knowledge but lacks

clarity or alignment to TBR.

Identifies relevant prior knowledge and

prerequisite skills needed for the lesson.

Identifies and justifies highly relevant prior

knowledge with precise alignment to the TBR.

Do Now ● 3–6 questions in length ● Designed to be completed and

reviewed in 3–5 minutes ● Aligned to the

to–be–remembered information of the lesson

● Activate relevant prior knowledge and/or prerequisite skills

Unusable Submission

No Attempt or Action

Missing or incomplete; does not meet structural

or content criteria.

Partially meets length or time criteria; weak

alignment to TBR or limited activation of prior

knowledge.

Meets all structural and content criteria;

questions support student thinking and

activation.

Strong Do Now that meets all criteria;

questions are purposeful, accessible, and

instructionally strategic.

Designing Retrieval Practice to Activate Relevant Prior Knowledge – Justification

Unusable Submission

No Attempt or Action

No explanation or incorrect understanding

of retrieval practice or its purpose.

Partial or vague explanation of how the Do Now activates prior

knowledge.

Clear justification using learning science language; shows understanding of retrieval practice.

Strong justification rooted in schema development and

retrieval theory; tightly aligned to the Do Now.

Do Now Exemplar Unusable Submission

No Attempt or Action

Missing, inaccurate, or misaligned with Do Now.

Present but lacks clarity or does not reflect grade-appropriate

mastery.

Accurate and aligned exemplar that reflects student proficiency.

Exemplar is precise, instructionally useful,

and reflects deep understanding of learning targets.

Effortful Thinking: Activating Prior Knowledge | Postwork Rubric 1

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Writing Quality (5%)

0 Points 0 Points 1 Point 2 Points

Clarity & Organization: Ideas are clear and organized

Unusable Submission Unclear and most information is disorganized

Some disorganization and/or individual sentences lack clarity

Presented in an organized way and communicated clearly

Spelling & Grammar: Error-free writing leads to credibility & trust

Unusable Submission Many grammatical and/or spelling errors that impede the reader's

ability to understand

Some grammatical or spelling errors, but the reader can generally

understand

Free of errors

Effortful Thinking: Activating Prior Knowledge | Postwork Rubric 2